教学学术视角下的大学教师专业发展研究
|
摘要
上个世纪八十年代以来,由科技迅猛发展和国际竞争日益激烈带来的人才竞争趋势越来越明显。大学作为人才培养的最高机构,其人才培养质量备受社会各界的关注。随着近几年高等教育大众化的推进和高等教育规模的扩大,在高校人才培养数量不断增长的同时,人才培养的质量逐渐成为社会和家长关注的热点。教学作为影响人才培养质量的关键因素之一,如何提高大学教师的教学水平成为值得我们深入思考的问题,而教学学术的提出,为促进大学教师专业发展提供了一个全新的视角和途径。
本文主要基于文献研究,以教学学术对学术的重构和回归为着眼点,立足于大学教师的专业发展,探讨教学学术视角下大学教师专业发展的影响因素,尤其是教师发展的政策和制度性因素,并尝试提出改革和发展的思路和保障。
本文主要由这样几部分构成:首先,阐释教学学术和大学教师专业发展的内涵;对教学学术视角下大学教师专业发展的涵义展开了新的思考;简要介绍了国内外关于教学学术与大学教师专业发展研究的现状。其次,论证了教学学术促进大学教师专业发展的必要性、可行性及作用。再次,按照内在于教师的主体因素和外在于教师的环境等条件因素,着重分析了影响大学教师教学学术发展的因素。最后,在上述研究基础上,探讨了教学学术视角下大学教师专业发展的思路和制度保障。
总体看来,对大学教师专业发展的研究,已成为近年来教师教育研究的重要内容之一,尤其是以教学学术发展为关键的教师专业发展研究,将对提高教育质量、改革现有教师管理制度和学术评价制度,促进教师的发展有着重要的理论和实践价值。
With the quick development of science and technology and the keen international competition, the competition among the talent has become more and more obvious, since 1980s. The universities are the focus of the society, which are regarded as the most high-level department that turn out the talent. With the development of the universal high education and the expanding scale of universities, the number of the talent who are turned out in the universities becomes larger. The society and the parents pay their attention to the quality of the talent. Teaching as one of the key factors which impact on the quality of the talent. How to improve the standard of teaching becomes an issue we should think deeply. The appearance of the scholarship of teaching becomes the new angle of view and new way, which greatly promotes the teachers' professional development.
The paper mainly bases on large documents and materials, this paper is on the basis of the scholarship of teaching on the scholarship reconstruction and regress, as well as university teachers' professional development, mainly discusses the influenced factors on the development of university teachers' professional development in the scholarship of teaching perspective, especially policies and institutions for teachers' professional development, and tries to put forward the way of thinking and guarantee for reform and development.
The paper is divided into three parts: In the first part: the paper illuminates the definition of the scholarship of teaching and teachers' professional development; rethinks the definition of professional development on the angle of views of the scholarship of teaching; briefly introduces the present status of the scholarship of teaching and teachers' professional development in and abroad. In the second part: it argues the value of university teachers' professional development, which is the necessity and feasibility of the scholarship of teaching's promotion of university teachers' professional development. In the third part: according to the internal main factors of teachers and the external environmental factors, it mainly analyses the factors influencing university teachers' the scholarship of teaching development. In the fourth part: on the basis of the above-mentioned research, it discusses, in the scholarship of teaching perspective, the way of thinking and the institutional guarantee of university teachers' professional development.
As a whole, the study on the university teachers' professional development has become one important aspects of teachers' education, which attracts the society's attention, especially the teacher's development study on the basis of the scholarship of teaching, which will improve the quality of teaching, reform the present managerial system and promote the all-round teachers' development.
本文主要基于文献研究,以教学学术对学术的重构和回归为着眼点,立足于大学教师的专业发展,探讨教学学术视角下大学教师专业发展的影响因素,尤其是教师发展的政策和制度性因素,并尝试提出改革和发展的思路和保障。
本文主要由这样几部分构成:首先,阐释教学学术和大学教师专业发展的内涵;对教学学术视角下大学教师专业发展的涵义展开了新的思考;简要介绍了国内外关于教学学术与大学教师专业发展研究的现状。其次,论证了教学学术促进大学教师专业发展的必要性、可行性及作用。再次,按照内在于教师的主体因素和外在于教师的环境等条件因素,着重分析了影响大学教师教学学术发展的因素。最后,在上述研究基础上,探讨了教学学术视角下大学教师专业发展的思路和制度保障。
总体看来,对大学教师专业发展的研究,已成为近年来教师教育研究的重要内容之一,尤其是以教学学术发展为关键的教师专业发展研究,将对提高教育质量、改革现有教师管理制度和学术评价制度,促进教师的发展有着重要的理论和实践价值。
With the quick development of science and technology and the keen international competition, the competition among the talent has become more and more obvious, since 1980s. The universities are the focus of the society, which are regarded as the most high-level department that turn out the talent. With the development of the universal high education and the expanding scale of universities, the number of the talent who are turned out in the universities becomes larger. The society and the parents pay their attention to the quality of the talent. Teaching as one of the key factors which impact on the quality of the talent. How to improve the standard of teaching becomes an issue we should think deeply. The appearance of the scholarship of teaching becomes the new angle of view and new way, which greatly promotes the teachers' professional development.
The paper mainly bases on large documents and materials, this paper is on the basis of the scholarship of teaching on the scholarship reconstruction and regress, as well as university teachers' professional development, mainly discusses the influenced factors on the development of university teachers' professional development in the scholarship of teaching perspective, especially policies and institutions for teachers' professional development, and tries to put forward the way of thinking and guarantee for reform and development.
The paper is divided into three parts: In the first part: the paper illuminates the definition of the scholarship of teaching and teachers' professional development; rethinks the definition of professional development on the angle of views of the scholarship of teaching; briefly introduces the present status of the scholarship of teaching and teachers' professional development in and abroad. In the second part: it argues the value of university teachers' professional development, which is the necessity and feasibility of the scholarship of teaching's promotion of university teachers' professional development. In the third part: according to the internal main factors of teachers and the external environmental factors, it mainly analyses the factors influencing university teachers' the scholarship of teaching development. In the fourth part: on the basis of the above-mentioned research, it discusses, in the scholarship of teaching perspective, the way of thinking and the institutional guarantee of university teachers' professional development.
As a whole, the study on the university teachers' professional development has become one important aspects of teachers' education, which attracts the society's attention, especially the teacher's development study on the basis of the scholarship of teaching, which will improve the quality of teaching, reform the present managerial system and promote the all-round teachers' development.
引文
[1]张路雄.社区学院是中国高等教育大众化发展的最佳选择 [EB/OL].http://www.dajun.com.cn/gaox4.htm,2006-02-18.
[2]孟中媛.高校教师专业化发展的国际比较与思考[J].教育探索,2007(3):121-122.
[3]赵志疆.大学教师发展是高等教育发展的基石[J].河南教育(高校版),2007(1):1.
[4]肖洪钧,迟景明.大学教学职能与研究职能的整合[J].辽宁教育研究,2001(11):20.
[5]潘懋元.多学科观点的高等教育研究[M].上海:上海教育出版社,2001.349.
[6]何志方.研究型大学教学与科研分离现象探究[J].江苏高教,2000(6):96-98.
[7]林杰,李玲.美国大学教师教学发展的背景与实践[J].中国大学教学,2007(9):87-90.
[8]Keith Trigwell. Scholarship of Teaching: a Model[J]. Higher Education Research & Development.2002, (19):2.
[9][11][74]吕达,周满生.当代外国教育改革著名文献(美国卷·第三册)[M].北京:人民教育出版社,2004.18-23.
[10][美]欧内斯特·博耶.关于美国教育改革的演讲[M].涂艳国、方彤译.北京:教育科学出版社,2002.78.
[12]Carolin Kreber, Patricia A. Cranton. Exploring the Scholarship of Teaching[J]. The Journal of Higher Education (Columbus, Ohio), 2000, 71(4): 476-495.
[13][27][43]王玉衡.试论大学教学学术运动[J].外国教育研究,2005,32(12):24-29.
[14]The Scholarship of Teaching and Leaning in Higher Education: AN Annotated Bibliography[DB/OL]. www. Carnegie foundation.org/elibrary/docs/bibliography.htm,2003-10-11.
[15]胡洁茹.知识管理视角下的教师专业发展研究[D]:[硕士学位论文].合肥:安徽师范大学,2006.5-6.
[16](日)筑波大学教育学院研究会编,钟启泉译.现代教育学基础[M].上海:上海教育出版社,1996.443.
[17][69]林杰.大学教师专业发展的内涵与策略[J].大学教育科学,2006(1):57-58.
[18]潘懋元,罗丹.高校教师发展简论[[J].中国大学教学,2007(1):6.
[19]关于高校教师的学术水平评价标准问题 [EB/OL].http://www.gmw.cn/03pindao/lunwen/show.asp?id=15234,2008-2-23.
[20][38][44]王建华.大学教师发展——“教学学术的维度”[J].现代大学教育,2007(2):1-5.
[21]Randy Bass. The Scholarship of Teaching: What's the Problem? [EB/OL].http://www.doiiit.gmu.edu/Archives/feb98/rbass.htm,2005-05-24.
[22]Mick Healey. Developing the scholarship of teaching geography in higher education[EB/OL]. www.chelt.ac.uk/gdn/conpfubl/boston.htm,2004-01-08.
[23][35][50][52][72]綦珊珊.论大学教师的教学学术[D]:[硕士学位论文].长沙:湖南大学高等教育研究所,2005.3-42.
[24]Mary Taylor Huber and Pat Hutchings.The advancement of learning: building teacher commons[J]. San Francisco: Jossey-Bass, 2005.
[25]Lee Shulman. Teaching as Community PropertySan Francisco: Jossey-Bass ,2004. [DB/OL].http://www.carnegiefoundation.org/programs 2005-11-23.
[26]Pat Hutchings & Lee S .Shulmna. THE SCHOLARSHIP OF TEACHING-New Elaborations, New Developments[J]. Change, 1999,9-10(31):10-15.
[28]叶澜.教师角色与教师发展新探[M].北京:教育科学出版社,2001.208-210.
[29]彭拥军.大学教师发展——高等教育质量的新视角[J].内蒙古师范大学学报(教育科学版),2007,20(7):134-138.
[30]乔连全,吴薇.大学教师大展与高等教育质量——第四次高等教育质量国际学术研讨会综述[J].高等教育研究,2006,27(11):106-109.
[31]Carolin Kreber & Patricia Cranton. Exploring the Scholarship of Teaching[J]. The Journal of Higher Education, 1995, 71 (4): 617.
[32]耿冰冰.大学教师教学学术水平初探.学位与研究生教育,2002,(2-3):62.
[33][79]俞信,于倩.着力提高大学教师的教学学术水平[J].中国高等教育,2000(13-14):25-27.
[34]张艳辉.课程与教学视野中的大学教师研究[J].高等教育研究,2005(2):38.
[36]黄英.关于高校教师教学学术水平的思考[J].浙江传媒学院学报,2005(1):60-61.
[37][41]姚立民,郑银华.高校教师何以研究教学[J].教师教育研究,2007(20):99-103.
[39]王伯康,周耀威.塑造教师新形象——教师成为研究者之必要性、可能性及途径[J].高等师范教育研究,2001(5):25-30.
[40]奥尔托加·加赛特.徐小洲,陈军译.大学的使命[M].杭州:浙江教育出版社,2001.70.
[42]李芳,张俊洪.现代教育学[M].北京:高等教育出版,1999.277.
[45][46]教育部师范教育司组织编写.教师专业化的理论与实践[M].北京:人民教育出版社, 2003.44-45.
[47]罗殷.我国高校教师职业专业化发展研究[D]:[硕士学位论文].南京:东南大学,2005.3-30.
[48]张忠华.教师职业专业化研究[J].教学与管理,2006(4):6-8.
[49]姚利民,綦珊珊.教学学术型大学教师特征论[J].湖南大学学报(社会科学版),2007,21(5):113-117.
[51]崔运武.大学教师的教学学术水平与科研[J].云南教育,2002(18):9.
[53]周钧,朱旭东.美国教师教育大学化的形成路径研究[J].高等教育研究,2005(12):57—63.
[54][56][57][70][71]时伟.大学教学的学术性及强化策略[J].高等教育研究,2007,28(5):71-75.
[55][58][67]刘洁.试析影响教师专业发展的基本因素[J].东北师范大学学报(哲学社会科学版),2004(6):15-22.
[59]张乐天.教育政策法规的理论与实践[M].上海:华东师范大学出版社,2002.20.
[60]卢乃桂,钟亚妮.国际视野中的教师专业发展[J].比较教育研究,2006(2):71-76.
[61]史万兵,赵琳.研究型大学教师聘任制改革研究[J].沈阳师范大学学报(社会科学版),2005,29(2):5-7.
[62]李茂科.高校教师教学能力阻滞因素探析[J].企业家天地,2006(03):161.
[63]戎辉.我国学术评价制度略论[J].中国矿业大学学报(社会科学版),2007(3):83.
[64]邓毅.完善学术评价制度有待深化细化[J].中国高等教育,2007(13.14):49-51.
[65]周川.从洪堡到博耶:高校科研观的转变[J].教育研究,2005(6):26-30.
[66]张凤琴.教师文化及其对教师专业发展的影响[J].内蒙古师范大学学报(教育科学版),2004,17(11):39-42.
[68][76]姚利民,綦珊珊,郑银华.大学教师成为教学学术型教师之路径探讨[J].大学教育科学,2006,(5):41-45.
[73][75]谢方毅.欧内斯特·博耶的学术思想探究[D]:[硕士学位论文].重庆:西南大学,2007.2-35.
[77]石生莉.教师文化研究的新取向——教师新专业文化的确立[J].教育理论与实践,2006,26(5):22-24.
[78]刘万海.从“课程”到“教师”——课程研究域的转向与教师文化重建[J].现代中小学教育,2004(8):6-7.
[80]郝敏宁.影响教师专业发展的因素分析——兼论促进教师专业发展的策略[D]:[硕士学位论文].西安:陕西师范大学,2007.22-50.
[81][83][87]王玉衡.美国大学教学学术运动[J].清华大学教育研究,2006,27(2):84-90.
[82]张福建.论教师专业化的实现途径[J].教育评论,2003(3):34-37.
[84]王玉衡.让教学成为共同的财富·舒尔曼大学教学学术思想解读[J].比较教育研究,2006(5):51-54.
[85]国家教委人事司,政策法规司组织编写.中华人民共和国教师法学习与实施指导[M].北京:科学普及出版社,1994.104-111.
[86]邱咏梅.建构一种科学系统和公正的学术评价标准——兼论学术的量化评价标准问题[J].学位与研究生教育,2004(8):39-42.
[88]魏嵘,王玉芝.我国高校教师奖励制度的实证研究[J].高教探索,2007(3):104-107.
[89]魏嵘.基于博耶学术观的高校教师奖励制度初探[J].中国成人教育,2007(16):36-37.
[2]孟中媛.高校教师专业化发展的国际比较与思考[J].教育探索,2007(3):121-122.
[3]赵志疆.大学教师发展是高等教育发展的基石[J].河南教育(高校版),2007(1):1.
[4]肖洪钧,迟景明.大学教学职能与研究职能的整合[J].辽宁教育研究,2001(11):20.
[5]潘懋元.多学科观点的高等教育研究[M].上海:上海教育出版社,2001.349.
[6]何志方.研究型大学教学与科研分离现象探究[J].江苏高教,2000(6):96-98.
[7]林杰,李玲.美国大学教师教学发展的背景与实践[J].中国大学教学,2007(9):87-90.
[8]Keith Trigwell. Scholarship of Teaching: a Model[J]. Higher Education Research & Development.2002, (19):2.
[9][11][74]吕达,周满生.当代外国教育改革著名文献(美国卷·第三册)[M].北京:人民教育出版社,2004.18-23.
[10][美]欧内斯特·博耶.关于美国教育改革的演讲[M].涂艳国、方彤译.北京:教育科学出版社,2002.78.
[12]Carolin Kreber, Patricia A. Cranton. Exploring the Scholarship of Teaching[J]. The Journal of Higher Education (Columbus, Ohio), 2000, 71(4): 476-495.
[13][27][43]王玉衡.试论大学教学学术运动[J].外国教育研究,2005,32(12):24-29.
[14]The Scholarship of Teaching and Leaning in Higher Education: AN Annotated Bibliography[DB/OL]. www. Carnegie foundation.org/elibrary/docs/bibliography.htm,2003-10-11.
[15]胡洁茹.知识管理视角下的教师专业发展研究[D]:[硕士学位论文].合肥:安徽师范大学,2006.5-6.
[16](日)筑波大学教育学院研究会编,钟启泉译.现代教育学基础[M].上海:上海教育出版社,1996.443.
[17][69]林杰.大学教师专业发展的内涵与策略[J].大学教育科学,2006(1):57-58.
[18]潘懋元,罗丹.高校教师发展简论[[J].中国大学教学,2007(1):6.
[19]关于高校教师的学术水平评价标准问题 [EB/OL].http://www.gmw.cn/03pindao/lunwen/show.asp?id=15234,2008-2-23.
[20][38][44]王建华.大学教师发展——“教学学术的维度”[J].现代大学教育,2007(2):1-5.
[21]Randy Bass. The Scholarship of Teaching: What's the Problem? [EB/OL].http://www.doiiit.gmu.edu/Archives/feb98/rbass.htm,2005-05-24.
[22]Mick Healey. Developing the scholarship of teaching geography in higher education[EB/OL]. www.chelt.ac.uk/gdn/conpfubl/boston.htm,2004-01-08.
[23][35][50][52][72]綦珊珊.论大学教师的教学学术[D]:[硕士学位论文].长沙:湖南大学高等教育研究所,2005.3-42.
[24]Mary Taylor Huber and Pat Hutchings.The advancement of learning: building teacher commons[J]. San Francisco: Jossey-Bass, 2005.
[25]Lee Shulman. Teaching as Community PropertySan Francisco: Jossey-Bass ,2004. [DB/OL].http://www.carnegiefoundation.org/programs 2005-11-23.
[26]Pat Hutchings & Lee S .Shulmna. THE SCHOLARSHIP OF TEACHING-New Elaborations, New Developments[J]. Change, 1999,9-10(31):10-15.
[28]叶澜.教师角色与教师发展新探[M].北京:教育科学出版社,2001.208-210.
[29]彭拥军.大学教师发展——高等教育质量的新视角[J].内蒙古师范大学学报(教育科学版),2007,20(7):134-138.
[30]乔连全,吴薇.大学教师大展与高等教育质量——第四次高等教育质量国际学术研讨会综述[J].高等教育研究,2006,27(11):106-109.
[31]Carolin Kreber & Patricia Cranton. Exploring the Scholarship of Teaching[J]. The Journal of Higher Education, 1995, 71 (4): 617.
[32]耿冰冰.大学教师教学学术水平初探.学位与研究生教育,2002,(2-3):62.
[33][79]俞信,于倩.着力提高大学教师的教学学术水平[J].中国高等教育,2000(13-14):25-27.
[34]张艳辉.课程与教学视野中的大学教师研究[J].高等教育研究,2005(2):38.
[36]黄英.关于高校教师教学学术水平的思考[J].浙江传媒学院学报,2005(1):60-61.
[37][41]姚立民,郑银华.高校教师何以研究教学[J].教师教育研究,2007(20):99-103.
[39]王伯康,周耀威.塑造教师新形象——教师成为研究者之必要性、可能性及途径[J].高等师范教育研究,2001(5):25-30.
[40]奥尔托加·加赛特.徐小洲,陈军译.大学的使命[M].杭州:浙江教育出版社,2001.70.
[42]李芳,张俊洪.现代教育学[M].北京:高等教育出版,1999.277.
[45][46]教育部师范教育司组织编写.教师专业化的理论与实践[M].北京:人民教育出版社, 2003.44-45.
[47]罗殷.我国高校教师职业专业化发展研究[D]:[硕士学位论文].南京:东南大学,2005.3-30.
[48]张忠华.教师职业专业化研究[J].教学与管理,2006(4):6-8.
[49]姚利民,綦珊珊.教学学术型大学教师特征论[J].湖南大学学报(社会科学版),2007,21(5):113-117.
[51]崔运武.大学教师的教学学术水平与科研[J].云南教育,2002(18):9.
[53]周钧,朱旭东.美国教师教育大学化的形成路径研究[J].高等教育研究,2005(12):57—63.
[54][56][57][70][71]时伟.大学教学的学术性及强化策略[J].高等教育研究,2007,28(5):71-75.
[55][58][67]刘洁.试析影响教师专业发展的基本因素[J].东北师范大学学报(哲学社会科学版),2004(6):15-22.
[59]张乐天.教育政策法规的理论与实践[M].上海:华东师范大学出版社,2002.20.
[60]卢乃桂,钟亚妮.国际视野中的教师专业发展[J].比较教育研究,2006(2):71-76.
[61]史万兵,赵琳.研究型大学教师聘任制改革研究[J].沈阳师范大学学报(社会科学版),2005,29(2):5-7.
[62]李茂科.高校教师教学能力阻滞因素探析[J].企业家天地,2006(03):161.
[63]戎辉.我国学术评价制度略论[J].中国矿业大学学报(社会科学版),2007(3):83.
[64]邓毅.完善学术评价制度有待深化细化[J].中国高等教育,2007(13.14):49-51.
[65]周川.从洪堡到博耶:高校科研观的转变[J].教育研究,2005(6):26-30.
[66]张凤琴.教师文化及其对教师专业发展的影响[J].内蒙古师范大学学报(教育科学版),2004,17(11):39-42.
[68][76]姚利民,綦珊珊,郑银华.大学教师成为教学学术型教师之路径探讨[J].大学教育科学,2006,(5):41-45.
[73][75]谢方毅.欧内斯特·博耶的学术思想探究[D]:[硕士学位论文].重庆:西南大学,2007.2-35.
[77]石生莉.教师文化研究的新取向——教师新专业文化的确立[J].教育理论与实践,2006,26(5):22-24.
[78]刘万海.从“课程”到“教师”——课程研究域的转向与教师文化重建[J].现代中小学教育,2004(8):6-7.
[80]郝敏宁.影响教师专业发展的因素分析——兼论促进教师专业发展的策略[D]:[硕士学位论文].西安:陕西师范大学,2007.22-50.
[81][83][87]王玉衡.美国大学教学学术运动[J].清华大学教育研究,2006,27(2):84-90.
[82]张福建.论教师专业化的实现途径[J].教育评论,2003(3):34-37.
[84]王玉衡.让教学成为共同的财富·舒尔曼大学教学学术思想解读[J].比较教育研究,2006(5):51-54.
[85]国家教委人事司,政策法规司组织编写.中华人民共和国教师法学习与实施指导[M].北京:科学普及出版社,1994.104-111.
[86]邱咏梅.建构一种科学系统和公正的学术评价标准——兼论学术的量化评价标准问题[J].学位与研究生教育,2004(8):39-42.
[88]魏嵘,王玉芝.我国高校教师奖励制度的实证研究[J].高教探索,2007(3):104-107.
[89]魏嵘.基于博耶学术观的高校教师奖励制度初探[J].中国成人教育,2007(16):36-37.